Abstract
Background
Nurse educators are challenged to design courses that maintain rigor, promote student learning, maximize resource utilization, and ultimately prepare graduates for clinical practice.
Purpose
An innovative teaching strategy was used to educate BSN level students in nursing inquiry with a collaborative project.
Methods
Course faculty incorporated information literacy (IL) and evidence-based practice (EBP) competencies into an undergraduate research course by taking the traditional practicum research project and redesigning it as a longitudinal scoping review (ScR) collaborative project.
Results
At course conclusion, students verbalized having a deeper appreciation for nursing research, confidence in performing a literature search, and conducting a research critique.
Conclusions
The students’ contributions towards the ScR through their collaborative project work fostered personal growth in IL and EBP competencies through a meaningful project that can extend beyond the classroom to possibly influence patient care.
Research funding: None declared.
Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.
Competing interests: Authors state no conflict of interest.
Informed consent: Informed consent was obtained from all individuals included in this study.
Ethical approval: This project (Study#: 19-0002) was reviewed by the Moravian College Institutional Review Board and was determined to be exempt from further review according to regulatory category 2 under 45 CFR 46.101(b) with request for exempt status.
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